This document provides a summary of standard punctuation rules, including end marks, commas, semicolons, and apostrophes. It discusses when to use periods, question marks, exclamation points, and commas to connect clauses. It also covers using semicolons to connect two main clauses and apostrophes to show possession and contractions. The document quizzes the reader with examples to choose the correct punctuation.
This presentation covers standard punctuation including end marks, commas, semicolons, and apostrophes. It provides examples of how to use each punctuation mark correctly and sample test questions to assess understanding. The presentation is an educational resource from Grammar Bytes! intended to help students learn punctuation rules and properly punctuate sentences.
This document covers standard punctuation rules including end marks, commas, semicolons, and apostrophes. It presents examples of how to use these punctuation marks correctly through sample sentences. Readers are then given punctuation tests in a multiple choice format to assess their understanding of commas, semicolons, apostrophes and other punctuation. The document aims to teach proper punctuation usage.
This document provides a summary of a presentation on standard punctuation rules, including end marks, commas, semicolons, and apostrophes. It includes examples of how to use each punctuation mark correctly and sample test questions assessing punctuation skills. The presentation emphasizes key points about punctuation through reminders and comments.
This document covers subject-verb agreement and maintaining consistency between subjects and verbs. It provides examples of singular and plural subjects and verbs, exceptions with conjunctions and pronouns, and items to test agreement skills. Key rules discussed include making verbs plural for plural subjects and singular for singular subjects, and how pronouns like "each" and "every" can indicate a singular subject even when referring to multiple nouns.
This document covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of each type of error and explains how to identify and correct them. Specific punctuation rules for combining clauses using coordination and subordination are discussed. The document concludes with a quick test to allow the reader to practice identifying and fixing errors in sample sentences.
This document discusses misplaced modifiers and provides examples of sentences with modifiers that are correctly and incorrectly placed. It explains that modifiers should be placed immediately next to the words they modify. Some key points covered include placing present and past participles, adjective clauses, and avoiding passive voice when placing modifiers. Multiple choice questions with answers identifying correctly placed modifiers are also provided.
Thomas sang along to a CD in his car until it ended. As he was choosing a new disk, he lost control of the car and drove into a ditch. The document provides a 10-item grammar quiz with sentences containing verbs in various tenses and forms to identify errors.
This document contains a presentation on subject-verb agreement. It provides examples of singular and plural subjects and verbs. It discusses how compound subjects, indefinite pronouns, interrupting phrases, and inverted word order can affect agreement. The presentation concludes with a quick test for the learner to practice identifying errors in subject-verb agreement.
This presentation covers standard punctuation including end marks, commas, semicolons, and apostrophes. It provides examples of how to use each punctuation mark correctly and sample test questions to assess understanding. The presentation is an educational resource from Grammar Bytes! intended to help students learn punctuation rules and properly punctuate sentences.
This document covers standard punctuation rules including end marks, commas, semicolons, and apostrophes. It presents examples of how to use these punctuation marks correctly through sample sentences. Readers are then given punctuation tests in a multiple choice format to assess their understanding of commas, semicolons, apostrophes and other punctuation. The document aims to teach proper punctuation usage.
This document provides a summary of a presentation on standard punctuation rules, including end marks, commas, semicolons, and apostrophes. It includes examples of how to use each punctuation mark correctly and sample test questions assessing punctuation skills. The presentation emphasizes key points about punctuation through reminders and comments.
This document covers subject-verb agreement and maintaining consistency between subjects and verbs. It provides examples of singular and plural subjects and verbs, exceptions with conjunctions and pronouns, and items to test agreement skills. Key rules discussed include making verbs plural for plural subjects and singular for singular subjects, and how pronouns like "each" and "every" can indicate a singular subject even when referring to multiple nouns.
This document covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of each type of error and explains how to identify and correct them. Specific punctuation rules for combining clauses using coordination and subordination are discussed. The document concludes with a quick test to allow the reader to practice identifying and fixing errors in sample sentences.
This document discusses misplaced modifiers and provides examples of sentences with modifiers that are correctly and incorrectly placed. It explains that modifiers should be placed immediately next to the words they modify. Some key points covered include placing present and past participles, adjective clauses, and avoiding passive voice when placing modifiers. Multiple choice questions with answers identifying correctly placed modifiers are also provided.
Thomas sang along to a CD in his car until it ended. As he was choosing a new disk, he lost control of the car and drove into a ditch. The document provides a 10-item grammar quiz with sentences containing verbs in various tenses and forms to identify errors.
This document contains a presentation on subject-verb agreement. It provides examples of singular and plural subjects and verbs. It discusses how compound subjects, indefinite pronouns, interrupting phrases, and inverted word order can affect agreement. The presentation concludes with a quick test for the learner to practice identifying errors in subject-verb agreement.
This PowerPoint presentation discusses rules for using commas, including placing commas before introductory elements connected to main clauses, with prepositional phrases, participle phrases, infinitive phrases, appositives, nouns of direct address, adverbs, subordinate clauses, and speaker tags. Examples are provided to illustrate proper comma usage.
The document discusses passive voice in Persian and English. It explains that in Persian, the passive is formed using the past participle (صفت مفعولی) plus the verb "شدن". Similarly, in English the passive is formed using "be" plus the past participle. It provides examples of passive forms for both regular and irregular verbs in both languages.
It explains that apostrophes are used to show possession and form contractions. For possession, an apostrophe is added after the singular possessive noun or after the plural noun if it does not already end in "s". Common contractions include using apostrophes to replace missing letters in words like "I'm", "can't" and "won't". The document provides examples and exercises for readers to practice using apostrophes correctly.
The document discusses the use of apostrophes to show possession and form contractions. It provides examples of adding apostrophes to show possession of both singular and plural nouns. It also explains how apostrophes are used in contractions to combine two words, such as "I'm" from "I am" or "can't" from "cannot". Finally, it includes exercises for the reader to practice adding apostrophes in different contexts.
This presentation covers regular and irregular verb forms. It provides examples of verbs in their simple present, past, and participle forms. It includes a sample multiple choice question testing verb forms and a quick 10 question test for learners to assess their knowledge of correct verb usage. The presentation emphasizes relying on familiarity with verb forms over strict rules and encourages reviewing additional resources for practice.
The document provides instructions and examples for learning the English alphabet and grammar concepts such as nouns, pronouns, adjectives, and comparisons. It includes directions to download free grammar books, identify capital and small letters, vowels and consonants, singular and plural nouns, and more. Pictures and exercises with answers are included to help teach these foundational language rules.
This PowerPoint presentation discusses rules for proper pronoun reference and antecedents. It provides examples of pronoun errors and strategies for correcting ambiguous or unclear pronoun references. The rules address ensuring each pronoun refers to a single clear antecedent, avoiding pronouns that refer to possessive nouns, using pronouns like 'they' and 'it' precisely, and using 'who', 'which', and 'that' correctly depending on if the antecedent is a person, object, or unnamed item.
The document provides tips for writing more interesting sentences with varied structure, including:
- Avoiding some words and using pronouns, verbals, and punctuation correctly
- Using pronouns like reflexive and reciprocal pronouns properly
- Employing verbals like infinitives, gerunds, and participles to improve writing
- Placing commas correctly with restrictive and non-restrictive phrases
This document provides guidance on establishing consistency when writing lessons. It discusses conventions for grammar, punctuation, terminology and lists. Key recommendations include using parallel structure in lists, defining terms only once, placing definitions close to the term, and maintaining consistency with punctuation like commas and parentheses. Maintaining these conventions helps improve reader comprehension and proofreading.
This document discusses different types of verbs including action verbs, present tense verbs, past tense verbs, future tense verbs, and helping verbs. It provides examples of each type of verb and how they are used in sentences. It also discusses how verbs can change form depending on tense.
1st qtr 11 plural forms of irregular nounsShirley Sison
The document is an English lesson on irregular plural nouns that includes:
- A poem about rats destroying food and items that uses several irregular plural nouns
- Analysis of the plural nouns in the poem and a discussion of regular vs irregular plural forms
- Exercises where students write out the plural forms of sample irregular nouns and check their answers
The document provides instructions and class material related to subject-verb agreement. It includes examples of singular and plural subjects and verbs. Students are asked to identify subjects and choose the correct verb form. A grammar review game is described where students can wager on identifying subjects, verbs, and verb forms in sentences for extra credit points. Homework includes studying for a quiz and drafting a paragraph.
This document provides information about adverbs, including:
1) Adverbs modify verbs, adjectives, and other adverbs to describe how, when, or where an action occurs. Common adverb endings include -ly.
2) A list of 124 common adverbs in English is provided.
3) Additional details are given on the different types of adverbs and their typical positions within sentences.
This document discusses the use of adverbs and verbs, specifically adverbs expressing certainty and frequency used with verbs. It provides examples of commonly used adverbs of certainty like definitely, certainly, and probably and how they are placed with verbs like "be", auxiliary verbs, and in negation clauses. Examples are given for exercises placing adverbs in the correct position. The document also discusses using adverbs of frequency, modal auxiliary verbs like should and could, the future tense with "going to", the past perfect tense, and special uses of verbs followed by a gerund and the preposition "to".
The document discusses the basic types of words in English, known as parts of speech. It provides details and examples of the 8 main parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. It then provides tests for the reader to identify examples of each part of speech in sentences.
The document discusses the different parts of speech used in the English language. It defines nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. For each part of speech, it provides examples and explanations of their functions in sentences. It also includes exercises to identify parts of speech in sentences.
This document provides an overview of key Spanish grammar concepts including:
1. The present tense and how it is used to express present and near future actions.
2. Irregular verb forms in the present tense such as stem changes and irregular yo forms.
3. The verbs ser and estar and how they are used with adjectives to describe inherent vs. temporary qualities.
4. Gustar and similar verbs that follow the gustar model of conjugation.
5. Spanish nouns, articles, adjectives and how they agree in gender and number.
6. The preterite and imperfect tenses and how they are used to express completed vs. ongoing past actions.
Grammar Presentation 2: Joon, Vai, and ElijahJaimie
The document discusses proper use of quotation marks, including rules for direct quotations, indirect quotations, and punctuation related to quotations. Direct quotations use quotation marks to set off exact words from another source. Indirect quotations summarize or rephrase another's words without quotation marks. Punctuation always appears within the closing quotation mark.
This document contains an English lesson on shapes, phrases, and obligations. It provides examples of words and phrases to write in different shapes, such as circles, squares, and triangles. It then has sentences for students to complete using obligatory words like "have to." There are also tables for tracking team points during exercises. The document focuses on practicing different grammatical structures in English.
This presentation covers standard punctuation including end marks, commas, semicolons, and apostrophes. It provides examples of how to use each punctuation mark correctly and sample test questions to assess understanding. The presentation is intended to help students learn punctuation rules and properly punctuate sentences. It quizzes learners on comma usage, identifying possessive nouns, and choosing the correctly punctuated sentence out of multiple options. The goal is to provide a thorough review of foundational punctuation.
This document is a presentation about misplaced modifiers. It provides examples of sentences with misplaced modifiers and explains how to identify the correctly placed modifiers. It discusses placing present participle phrases, past participle phrases, adjective clauses, and avoiding passive voice verbs when using modifiers. Multiple choice questions with sentences containing modifiers are included for a quick test.
This PowerPoint presentation discusses rules for using commas, including placing commas before introductory elements connected to main clauses, with prepositional phrases, participle phrases, infinitive phrases, appositives, nouns of direct address, adverbs, subordinate clauses, and speaker tags. Examples are provided to illustrate proper comma usage.
The document discusses passive voice in Persian and English. It explains that in Persian, the passive is formed using the past participle (صفت مفعولی) plus the verb "شدن". Similarly, in English the passive is formed using "be" plus the past participle. It provides examples of passive forms for both regular and irregular verbs in both languages.
It explains that apostrophes are used to show possession and form contractions. For possession, an apostrophe is added after the singular possessive noun or after the plural noun if it does not already end in "s". Common contractions include using apostrophes to replace missing letters in words like "I'm", "can't" and "won't". The document provides examples and exercises for readers to practice using apostrophes correctly.
The document discusses the use of apostrophes to show possession and form contractions. It provides examples of adding apostrophes to show possession of both singular and plural nouns. It also explains how apostrophes are used in contractions to combine two words, such as "I'm" from "I am" or "can't" from "cannot". Finally, it includes exercises for the reader to practice adding apostrophes in different contexts.
This presentation covers regular and irregular verb forms. It provides examples of verbs in their simple present, past, and participle forms. It includes a sample multiple choice question testing verb forms and a quick 10 question test for learners to assess their knowledge of correct verb usage. The presentation emphasizes relying on familiarity with verb forms over strict rules and encourages reviewing additional resources for practice.
The document provides instructions and examples for learning the English alphabet and grammar concepts such as nouns, pronouns, adjectives, and comparisons. It includes directions to download free grammar books, identify capital and small letters, vowels and consonants, singular and plural nouns, and more. Pictures and exercises with answers are included to help teach these foundational language rules.
This PowerPoint presentation discusses rules for proper pronoun reference and antecedents. It provides examples of pronoun errors and strategies for correcting ambiguous or unclear pronoun references. The rules address ensuring each pronoun refers to a single clear antecedent, avoiding pronouns that refer to possessive nouns, using pronouns like 'they' and 'it' precisely, and using 'who', 'which', and 'that' correctly depending on if the antecedent is a person, object, or unnamed item.
The document provides tips for writing more interesting sentences with varied structure, including:
- Avoiding some words and using pronouns, verbals, and punctuation correctly
- Using pronouns like reflexive and reciprocal pronouns properly
- Employing verbals like infinitives, gerunds, and participles to improve writing
- Placing commas correctly with restrictive and non-restrictive phrases
This document provides guidance on establishing consistency when writing lessons. It discusses conventions for grammar, punctuation, terminology and lists. Key recommendations include using parallel structure in lists, defining terms only once, placing definitions close to the term, and maintaining consistency with punctuation like commas and parentheses. Maintaining these conventions helps improve reader comprehension and proofreading.
This document discusses different types of verbs including action verbs, present tense verbs, past tense verbs, future tense verbs, and helping verbs. It provides examples of each type of verb and how they are used in sentences. It also discusses how verbs can change form depending on tense.
1st qtr 11 plural forms of irregular nounsShirley Sison
The document is an English lesson on irregular plural nouns that includes:
- A poem about rats destroying food and items that uses several irregular plural nouns
- Analysis of the plural nouns in the poem and a discussion of regular vs irregular plural forms
- Exercises where students write out the plural forms of sample irregular nouns and check their answers
The document provides instructions and class material related to subject-verb agreement. It includes examples of singular and plural subjects and verbs. Students are asked to identify subjects and choose the correct verb form. A grammar review game is described where students can wager on identifying subjects, verbs, and verb forms in sentences for extra credit points. Homework includes studying for a quiz and drafting a paragraph.
This document provides information about adverbs, including:
1) Adverbs modify verbs, adjectives, and other adverbs to describe how, when, or where an action occurs. Common adverb endings include -ly.
2) A list of 124 common adverbs in English is provided.
3) Additional details are given on the different types of adverbs and their typical positions within sentences.
This document discusses the use of adverbs and verbs, specifically adverbs expressing certainty and frequency used with verbs. It provides examples of commonly used adverbs of certainty like definitely, certainly, and probably and how they are placed with verbs like "be", auxiliary verbs, and in negation clauses. Examples are given for exercises placing adverbs in the correct position. The document also discusses using adverbs of frequency, modal auxiliary verbs like should and could, the future tense with "going to", the past perfect tense, and special uses of verbs followed by a gerund and the preposition "to".
The document discusses the basic types of words in English, known as parts of speech. It provides details and examples of the 8 main parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. It then provides tests for the reader to identify examples of each part of speech in sentences.
The document discusses the different parts of speech used in the English language. It defines nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. For each part of speech, it provides examples and explanations of their functions in sentences. It also includes exercises to identify parts of speech in sentences.
This document provides an overview of key Spanish grammar concepts including:
1. The present tense and how it is used to express present and near future actions.
2. Irregular verb forms in the present tense such as stem changes and irregular yo forms.
3. The verbs ser and estar and how they are used with adjectives to describe inherent vs. temporary qualities.
4. Gustar and similar verbs that follow the gustar model of conjugation.
5. Spanish nouns, articles, adjectives and how they agree in gender and number.
6. The preterite and imperfect tenses and how they are used to express completed vs. ongoing past actions.
Grammar Presentation 2: Joon, Vai, and ElijahJaimie
The document discusses proper use of quotation marks, including rules for direct quotations, indirect quotations, and punctuation related to quotations. Direct quotations use quotation marks to set off exact words from another source. Indirect quotations summarize or rephrase another's words without quotation marks. Punctuation always appears within the closing quotation mark.
This document contains an English lesson on shapes, phrases, and obligations. It provides examples of words and phrases to write in different shapes, such as circles, squares, and triangles. It then has sentences for students to complete using obligatory words like "have to." There are also tables for tracking team points during exercises. The document focuses on practicing different grammatical structures in English.
This presentation covers standard punctuation including end marks, commas, semicolons, and apostrophes. It provides examples of how to use each punctuation mark correctly and sample test questions to assess understanding. The presentation is intended to help students learn punctuation rules and properly punctuate sentences. It quizzes learners on comma usage, identifying possessive nouns, and choosing the correctly punctuated sentence out of multiple options. The goal is to provide a thorough review of foundational punctuation.
This document is a presentation about misplaced modifiers. It provides examples of sentences with misplaced modifiers and explains how to identify the correctly placed modifiers. It discusses placing present participle phrases, past participle phrases, adjective clauses, and avoiding passive voice verbs when using modifiers. Multiple choice questions with sentences containing modifiers are included for a quick test.
This document provides an overview of pronoun agreement. It discusses how pronouns must agree in number (singular or plural) with their antecedents. Some key points covered include: pronouns like "they" are plural while pronouns like "it" are singular; compound subjects joined by "and" are usually plural; indefinite pronouns like "everyone" are always singular; and exceptions involving phrases, conjunctions, and collective nouns. The document concludes with a quick quiz to test the reader's understanding of pronoun agreement rules.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
This document provides guidance on using commas in different contexts, including:
1) In a series of three or more words or phrases
2) To set off appositive phrases that refer to the same thing mentioned before
3) With coordinate adjectives that are equal in importance
4) In compound sentences joined by conjunctions like "and", "but", and "or"
5) To set off introductory words at the beginning of sentences
6) To separate words not essential to the meaning of the sentence
7) To enclose parenthetical phrases that provide explanation or qualification
This document provides a presentation on verb forms, including regular and irregular verbs. It discusses the importance of knowing standard verb forms for objective tests and provides examples of correctly identifying irregular verb forms in sentences. It also includes a short practice test with multiple choice questions to identify incorrectly used verb forms.
This document provides a summary of verb forms and includes examples of regular and irregular verbs. It discusses the importance of knowing proper verb forms for standardized tests and provides strategies for determining the correct form when unsure. It then gives a quick test with multiple choice questions to assess understanding of regular and irregular verb forms.
The document discusses the concept of culture and how it is formed. It states that culture is the system used to build our identities and that all living creatures are part of a culture, including families and larger community groups. Culture is defined as the way we behave in groups and is demonstrated through routines, traditions, beliefs, art, language and customs. Larger societies develop rules for how to act in different situations and cultures can be identified by these shared practices and traditions.
This presentation covers the differences between coordination and subordination in sentences. Coordination joins two independent clauses with equal importance, using conjunctions like "and" and "but." Subordination makes one clause less important by using conjunctions like "because" and "since." Punctuation is used differently - a comma separates clauses joined by coordination, while no punctuation is used with subordination if the second clause is subordinate. Examples are provided to illustrate proper use of coordination and subordination.
This presentation covers the differences between coordination and subordination in sentences. Coordination joins two independent clauses with equal importance, using conjunctions like "and" and "but." Subordination makes one clause less important by using conjunctions like "because" and "since." Punctuation is used differently - a comma separates clauses joined by coordination, while no punctuation is used with subordination if the second clause is subordinate. Examples are provided to illustrate proper use.
This document provides a summary of 3 sentences or less:
The presentation covers the proper use of regular and irregular verb forms on standardized tests. It provides examples of correctly and incorrectly used verbs and encourages relying on intuition when unsure of a verb's proper form to choose the answer that "feels right". A short practice test with multiple choice questions on verb forms is also included to allow for application of the concepts.
This document provides teaching resources for editing passages, including:
- A set of 20 editing passages covering topics from the Australian Curriculum.
- Each passage includes an answer page.
- Links to other editing teaching resources on the Teach Starter website, such as an editing checklist, editing poster, and punctuation PowerPoint.
The document discusses conjunctions and their different types. There are three main types of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. Coordinating conjunctions connect words, phrases, or sentences. The seven coordinating conjunctions are FANBOYS - for, and, nor, but, or, yet, so. Coordinating conjunctions can connect words, prepositional phrases, or simple sentences. Commas are used when joining two independent clauses.
This presentation covers the differences between coordination and subordination. Coordination connects two independent clauses with equal importance, using coordinating conjunctions like "and" and "or". Subordination makes one clause less important by using subordinate conjunctions like "because" and "since". Knowing when to use coordination versus subordination is important for constructing clear, grammatically correct sentences.
This presentation covers the differences between coordination and subordination in sentences. Coordination joins two independent clauses with equal importance, using conjunctions like "and" and "but." Subordination makes one clause less important by using conjunctions like "because" and "since." Punctuation is used differently - a comma separates clauses joined by coordination, while no punctuation is used with subordination if the second clause is subordinate. Examples are provided to illustrate proper use.
This document discusses using commas to set off nonessential elements in sentences. It provides examples of essential elements that should not be set off with commas, as well as nonessential elements like appositives that should be set off with commas. It includes a quiz with examples of sentences and identifies whether commas should be used or not based on whether the element is essential or nonessential information.
This document provides an overview of pronoun agreement rules. It discusses how pronouns must agree in number (singular or plural) with their antecedents. Some key points covered include: pronouns referring to singular antecedents use singular pronouns like "he" while plural antecedents use plural pronouns like "they"; company names and titles are singular; indefinite pronouns like "everyone" are always singular; and conjunctions like "and" can affect whether the antecedent is singular or plural. Examples and practice questions are provided to illustrate these rules.
This document provides examples and explanations of subject-verb agreement in English grammar. It discusses how to determine if a subject is singular or plural and how this affects verb conjugation. Key points include plural subjects formed from multiple nouns joined by "and", the singular nature of indefinite pronouns, and avoiding agreement errors with interrupting phrases or inverted word orders. Several practice questions with answers are provided to help readers identify errors in subject-verb agreement.
This document provides examples and explanations of subject-verb agreement in English. It discusses how to determine if a subject is singular or plural and how this affects verb form. Key points include plural verbs not ending in "s", conjunctions like "and" making subjects plural, and exceptions with indefinite pronouns which can be singular even if referring to multiple people or things. The document uses examples and a quick quiz to help teach the rules of subject-verb agreement.
Hyphens and Commonly Confused Words PPTclairmckinnon
The document discusses proper hyphen usage including avoiding ambiguity, spelling out numbers, linking nouns, and dividing words at line breaks. It also covers commonly confused words like "there/their/they're" and homonyms that sound alike but have different meanings. Examples are provided to illustrate the correct use of hyphens, apostrophes, and homonyms.
The document discusses the proper uses of hyphens in the English language. It provides 9 main uses of hyphens: 1) to avoid ambiguity, 2) spelling out numbers, 3) linking nouns, 4) modifying nouns, 5) with certain prefixes, 6) spelling out words, 7) avoiding "letter collision", 8) dividing words at line breaks, and 9) dividing already hyphenated words at line breaks. The document also notes that words can stop being hyphenated through repeated common use, and provides examples to illustrate the difference a hyphen can make in meaning.
The document outlines 8 basic rules for using commas in sentences:
1. Use a comma before a coordinating conjunction to join two independent clauses.
2. Use a comma after an introductory clause or phrase.
3. Use a comma to separate each item in a series of three or more items.
4. Use commas to enclose nonrestrictive clauses that are not essential to the meaning of the sentence.
5. Use commas to set off appositives that offer nonessential information about a noun.
The document discusses the origins of Native American literature, which predate the arrival of Europeans and are rooted in oral tradition. Early examples include rock carvings and petroglyphs. Oral stories were integral to Native American cultures and helped explain the world through myths involving supernatural beings. The power of words and storytelling is illustrated through summaries of the stories "The Arrowmaker" and "The Kiowa Brothers".
This document discusses myths and archetypes in Native American literature. It provides examples of myths from the Huron and Nez Perce tribes, "The Sky Tree" and "Coyote Finishes His Work", which explain their cultures' beliefs about the origins of the world. Myths are traditional, religious stories that explain natural phenomena and rituals. Archetypes are recurring characters, plots, images or themes across different cultures. Examples of archetypes include the trickster character and the journey plot. Understanding archetypes and reading Native American myths in their original oral tradition form is important for comprehending different literary traditions.
Powerpoint that goes with guided notes 2014clairmckinnon
F. Scott Fitzgerald was an American author born in 1896 who is famous for writing The Great Gatsby. He married Zelda Sayre and died in 1940. The Great Gatsby takes place during the 1920s, also known as the "Jazz Age", and is considered one of the most accurate depictions of that time period. The novel follows Jay Gatsby, a wealthy man who throws lavish parties in an attempt to attract his lost love, Daisy Buchanan. Other main characters include Daisy's husband Tom Buchanan, their neighbor Nick Carraway who narrates the story, and Jordan Baker. The novel examines themes such as social divisions represented by East and West Egg, the decaying
Phillis Wheatley was the first African American and one of the first female poets to be published. She was born in Senegal in 1753 and sold into slavery at age 7 in Boston. The Wheatley family taught her to read and write, and she showed a great talent for poetry. At age 18, she published her first book of poems, becoming famous on both sides of the Atlantic. However, she struggled with poverty and racism after being freed. Her work helped prove that black people were capable of intellectual achievements.
Phyllis Wheatley was the first African-American female slave to publish a book of poetry in 1773 titled Poems on Various Subjects. While many doubted a slave could write, her owner John Wheatley supported her claims of authorship. Her poems focused on religion and how it influenced her life. Although she did not directly address being enslaved in her writing, Wheatley inspired other African-Americans like Olaudah Equiano to tell their stories and contribute to the abolitionist movement.
"Sinners in the Hands of an Angry God" clairmckinnon
This document provides an introduction and context for Jonathan Edwards' famous 1741 sermon "Sinners in the Hands of an Angry God". It explains that Edwards used fear and emotional appeals to persuade his Puritan congregation to repent by vividly depicting humans as hanging over the pit of hell solely by God's mercy. The document also previews activities like analyzing Edwards' use of language and emotional appeals in the sermon.
The Puritans were English Protestants who immigrated to America in the 1600s to escape religious persecution and establish a society based on their religious ideals. They believed that only a select few chosen by God could be saved through divine grace, demonstrated by hard work and virtuous behavior. Their beliefs and values shaped early American culture and society, emphasizing individual responsibility, equality, literacy, and reward for hard work.
This document defines various literary terms used to analyze and describe elements of fiction, poetry, and drama. It includes definitions for alliteration, allusion, antagonist, archetype, assonance, atmosphere, blank verse, climax, contrast, couplets, denouement, end rhyme, figurative language, first person point of view, foreshadowing, free verse, hyperbole, iambic pentameter, imagery, internal rhyme, irony, lyric, metaphor, meter, monologue, mood, motif, myth, onomatopoeia, paradox, parody, personification, plot, prose, protagonist, pun, quatrain, rhetorical question, satire, simile, soliloquy
This document provides an overview of major periods and movements in American literature from Native American oral traditions to the present. It summarizes key characteristics, beliefs, and examples of influential authors for each period, including Puritan literature, the Enlightenment, Romanticism, Transcendentalism, Realism/Naturalism, Modernism, and Postmodernism. Major historical events that shaped each era are also outlined.
This document contains questions and answers about various literary and theatrical terms. It covers definitions of dramatic elements like asides, dialogues, prologues and soliloquies. It also addresses poetic forms such as refrains, assonance, iambic pentameter and epics. Additionally, it defines common book parts like introductions, glossaries, indexes, prefaces and appendices. Finally, it provides explanations of nonfiction genres and types of irony.
This document contains the questions and answers to a game of Jeopardy. The game is divided into 5 categories: Figurative Language, Literary Terms, Sound Devices, Nonfiction, and Potpourri. Each category contains 5 questions ranging from $100 to $500. The questions test knowledge of literary and language concepts such as imagery, symbolism, personification, metaphor, hyperbole, and others.
This document provides an overview of major periods and movements in American literature from Native American oral traditions to modernism. It summarizes key characteristics, beliefs, and examples of influential authors for each period, including Puritan literature, transcendentalism, realism/naturalism, and modernism. Major historical events that shaped each era are also outlined.
- The document discusses commonly confused and misused words in English, providing examples of words that sound alike but have different meanings or parts of speech.
- It emphasizes the importance of knowing the distinctions between related words and how a single letter change can alter a word's meaning.
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3. This presentation
covers standard
punctuation: end
marks, commas,
semicolons, and
apostrophes.
This presentation
covers standard
punctuation: end
marks, commas,
semicolons, and
apostrophes.
4. Punctuation items on anPunctuation items on an
objective test might lookobjective test might look
like theselike these .. ....
5. Sample Item 1Sample Item 1Sample Item 1Sample Item 1
As we got out of the car we could smell theAs we got out of the car we could smell the
delicious chicken and rice that Grandma wasdelicious chicken and rice that Grandma was
cooking for dinner.cooking for dinner.
A.A.car, wecar, we
B.B.chicken, andchicken, and
C.C.rice, thatrice, that
D.D.No change is necessary.No change is necessary.
As we got out of theAs we got out of the car wecar we could smell thecould smell the
AA
deliciousdelicious chicken andchicken and rice thatrice that Grandma wasGrandma was
B CB C
cooking for dinner.cooking for dinner.
A.A.car, wecar, we
B.B.chicken, andchicken, and
C.C.rice, thatrice, that
D.D.No change is necessary.No change is necessary.
As we got out of theAs we got out of the car, wecar, we could smell thecould smell the
AA
deliciousdelicious chicken andchicken and rice thatrice that Grandma wasGrandma was
B CB C
cooking for dinner.cooking for dinner.
A.A.car, wecar, we
B.B.chicken, andchicken, and
C.C.rice, thatrice, that
D.D.No change is necessary.No change is necessary.
Do you need a
comma after car,
chicken, or
rice?
Do you need a
comma after car,
chicken, or
rice?
Exactly! You
need to connect
the introductory
clause.
Exactly! You
need to connect
the introductory
clause.
6. Sample Item 2Sample Item 2Sample Item 2Sample Item 2
A.A. Since Grandma wasnt looking, Julie filled theSince Grandma wasnt looking, Julie filled the
dogs bowls with leftovers from the meal.dogs bowls with leftovers from the meal.
B.B. Since Grandma wasn’t looking, Julie filled theSince Grandma wasn’t looking, Julie filled the
dogs’ bowls with leftover’s from the meal.dogs’ bowls with leftover’s from the meal.
C.C. Since Grandma wasn’t looking, Julie filled theSince Grandma wasn’t looking, Julie filled the
dogs’ bowls with leftovers from the meal.dogs’ bowls with leftovers from the meal.
An item might have 3 or 4
versions of a sentence, and you
will have to choose the letter
where all punctuation is
correct.
An item might have 3 or 4
versions of a sentence, and you
will have to choose the letter
where all punctuation is
correct.
A.A. Since Grandma wasnt looking, Julie filled theSince Grandma wasnt looking, Julie filled the
dogs bowls with leftovers from the meal.dogs bowls with leftovers from the meal.
B.B. Since Grandma wasn’t looking, Julie filled theSince Grandma wasn’t looking, Julie filled the
dogs’ bowls with leftover’s from the meal.dogs’ bowls with leftover’s from the meal.
C.C. Since Grandma wasn’t looking, Julie filledSince Grandma wasn’t looking, Julie filled
the dogs’ bowls with leftovers from the meal.the dogs’ bowls with leftovers from the meal.
Notice that the
apostrophes
are all correct
in version C.
Notice that the
apostrophes
are all correct
in version C.
7. End MarksEnd MarksEnd MarksEnd Marks
• Use theUse the periodperiod [[ .. ] to end] to end statementsstatements..
Jasmine ate a chocolate-broccoli muffinJasmine ate a chocolate-broccoli muffin..
• Use theUse the question markquestion mark [[ ?? ] when asking a] when asking a
questionquestion..
Did Jasmine eat a chocolate-broccoli muffinDid Jasmine eat a chocolate-broccoli muffin??
• UseUse——notnot overuseoveruse——thethe exclamationexclamation
markmark [[ !! ]] to signifyto signify excitementexcitement oror
emphasisemphasis..
Oh, noOh, no!! Jasmine ate a chocolate-broccoli muffinJasmine ate a chocolate-broccoli muffin!!
8. Do I have
broccoli stuck in
my teeth? I have
an appointment
at the dentist’s!
Do I have
broccoli stuck in
my teeth? I have
an appointment
at the dentist’s!
9. One exclamation markOne exclamation mark per essayper essay is ais a
good average.good average.
One exclamation markOne exclamation mark per essayper essay is ais a
good average.good average.
But I really love! I
mean love! the
exclamation
mark!!! I want to
use it all the time!!!
It’s me!!!
But I really love! I
mean love! the
exclamation
mark!!! I want to
use it all the time!!!
It’s me!!!XX
10. Commas, Part 1Commas, Part 1Commas, Part 1Commas, Part 1
Without a doubt,Without a doubt, Jasmine will pass theJasmine will pass the
comma test.comma test.
You should
know commas as
well as I do!
You should
know commas as
well as I do!
• Use commas to connectUse commas to connect introductoryintroductory,,
interruptinginterrupting,, and someand some concludingconcluding
material.material.
• Interrupting material will include a commaInterrupting material will include a comma
beforebefore and a commaand a comma afterafter..
Jasmine willJasmine will, without a doubt,, without a doubt, pass thepass the
comma test.comma test.
Jasmine will pass the comma testJasmine will pass the comma test, without, without
a doubta doubt..
11. Commas, Part 2Commas, Part 2Commas, Part 2Commas, Part 2
Jasmine will pass the comma test. Slacker SamJasmine will pass the comma test. Slacker Sam
will not.will not.
• Use a comma with aUse a comma with a coordinatingcoordinating
conjunctionconjunction to connect two sentences.to connect two sentences.
• Coordinating conjunctions =Coordinating conjunctions = andand,, butbut,, forfor,,
oror,, nornor,, yetyet,, andand soso..
Jasmine will pass the comma testJasmine will pass the comma test,, butbut SlackerSlacker
Sam will not.Sam will not.
You have to
study if you want
to do well!
You have to
study if you want
to do well!
12. Commas, Part 3Commas, Part 3Commas, Part 3Commas, Part 3
Jasmine will buy a bag of potato chipsJasmine will buy a bag of potato chips
andand a hotdog.a hotdog.
• UseUse andand alone to connectalone to connect twotwo items.items.
• Use commas and anUse commas and an andand to connectto connect
three or morethree or more items.items.
Jasmine will buy a bag of potato chipsJasmine will buy a bag of potato chips,, aa
hotdoghotdog,, andand a sodaa soda
Hard work
deserves a
reward!
Hard work
deserves a
reward!
13. SemicolonSemicolonSemicolonSemicolon
Jasmine worries about her grade in statistics.Jasmine worries about her grade in statistics.
Math is not her best subject.Math is not her best subject.
• Use the semicolon [Use the semicolon [ ;; ] to connect two main] to connect two main
clauses.clauses.
• DoDo notnot use the semicolon to introduce a list.use the semicolon to introduce a list.
The comma with a transition likeThe comma with a transition like such assuch as oror
includingincluding,, or the colon [or the colon [ :: ] does that job.] does that job.
Jasmine worries about her grade inJasmine worries about her grade in statistics;statistics;
mathmath is not her best subject.is not her best subject.
Jasmine prefers classes that require her to writeJasmine prefers classes that require her to write::
Intro to Humanities, Abnormal Psychology, andIntro to Humanities, Abnormal Psychology, and
US Government.US Government.
But I excel at
punctuation!
But I excel at
punctuation!
14. ApostropheApostropheApostropheApostrophe
We cant cheat from Jasmines punctuation quizWe cant cheat from Jasmines punctuation quiz
because shes absent today!because shes absent today!
• Use the apostrophe [Use the apostrophe [ ’’ ] with an] with an ss to showto show
possessionpossession:: JasmineJasmine’s’s pen, the catpen, the cat’s’s eyes,eyes,
the professorthe professors’s’ frownsfrowns
• Or use the apostrophe to indicate theOr use the apostrophe to indicate the
letters/spaces removed in aletters/spaces removed in a contractioncontraction::
sheshe’’ d, cand, can’’ t, shouldt, should’’ veve
We canWe can’’t cheat from Jasminet cheat from Jasmine’’s punctuations punctuation
quiz because shequiz because she’’s absent today!s absent today!
Ha! Dentist
appointment!
Ha! Dentist
appointment!
15. Quick Test, Part 1Quick Test, Part 1Quick Test, Part 1Quick Test, Part 1
Directions:Directions: In the items that follow, chooseIn the items that follow, choose
the option that corrects an error in thethe option that corrects an error in the
underlined portion(s). If no error exists, chooseunderlined portion(s). If no error exists, choose
“No change is necessary.”“No change is necessary.”
Show me
what you
know.
Show me
what you
know.
16. Item 1Item 1Item 1Item 1
Although Raymond will eat a grasshopper, heAlthough Raymond will eat a grasshopper, he
refuses all green vegetables; such as peas,refuses all green vegetables; such as peas,
spinach, and even cucumbers.spinach, and even cucumbers.
A.A.Although, RaymondAlthough, Raymond
B.B.grasshopper hegrasshopper he
C.C.vegetables, suchvegetables, such
D.D.No change is necessary.No change is necessary.
Although RaymondAlthough Raymond will eat awill eat a grasshopper, hegrasshopper, he
AA BB
refuses all greenrefuses all green vegetables; suchvegetables; such as peas,as peas,
CC
spinach, and even cucumbers.spinach, and even cucumbers.
A.A.Although, RaymondAlthough, Raymond
B.B.grasshopper hegrasshopper he
C.C.vegetables, suchvegetables, such
D.D.No change is necessary.No change is necessary.
Although RaymondAlthough Raymond will eat awill eat a grasshopper, hegrasshopper, he
AA BB
refuses all greenrefuses all green vegetables, suchvegetables, such as peas,as peas,
CC
spinach, and even cucumbers.spinach, and even cucumbers.
A.A.Although, RaymondAlthough, Raymond
B.B.grasshopper hegrasshopper he
C.C.vegetables, suchvegetables, such
D.D.No change is necessary.No change is necessary.
17. Item 2Item 2Item 2Item 2
Before his calculus exam Scott rubbed his luckyBefore his calculus exam Scott rubbed his lucky
rabbit’s foot and found his favorite pencil.rabbit’s foot and found his favorite pencil.
A.A.exam, Scottexam, Scott
B.B.rubbed, hisrubbed, his
C.C.foot, andfoot, and
D.D.No change is necessary.No change is necessary.
Before his calculusBefore his calculus exam Scottexam Scott rubbed hisrubbed his luckylucky
AA BB
rabbit’srabbit’s foot andfoot and found his favorite pencil.found his favorite pencil.
CC
A.A.exam, Scottexam, Scott
B.B.rubbed, hisrubbed, his
C.C.foot, andfoot, and
D.D.No change is necessary.No change is necessary.
Before his calculusBefore his calculus exam, Scottexam, Scott rubbed hisrubbed his luckylucky
AA BB
rabbit’srabbit’s foot andfoot and found his favorite pencil.found his favorite pencil.
CC
A.A.exam, Scottexam, Scott
B.B.rubbed, hisrubbed, his
C.C.foot, andfoot, and
D.D.No change is necessary.No change is necessary.
18. Item 3Item 3Item 3Item 3
Francine has five chair’s but six guests comingFrancine has five chair’s but six guests coming
for Thanksgiving dinner; she hopes that old Unclefor Thanksgiving dinner; she hopes that old Uncle
Ross remembers to bring an extra.Ross remembers to bring an extra.
A.A.chairschairs
B.B.guest’sguest’s
C.C.remember’sremember’s
D.D.No change is necessary.No change is necessary.
Francine has fiveFrancine has five chair’schair’s but sixbut six guestsguests comingcoming
AA BB
for Thanksgiving dinner; she hopes that old Unclefor Thanksgiving dinner; she hopes that old Uncle
RossRoss remembersremembers to bring an extra.to bring an extra.
CC
A.A.chairschairs
B.B.guest’sguest’s
C.C.remember’sremember’s
D.D.No change is necessary.No change is necessary.
Francine has fiveFrancine has five chairschairs but sixbut six guestsguests comingcoming
AA BB
for Thanksgiving dinner; she hopes that old Unclefor Thanksgiving dinner; she hopes that old Uncle
RossRoss remembersremembers to bring an extra.to bring an extra.
CC
A.A.chairschairs
B.B.guest’sguest’s
C.C.remember’sremember’s
D.D.No change is necessary.No change is necessary.
19. Item 4Item 4Item 4Item 4
Roseanne washed the piles of dirty dishes; whileRoseanne washed the piles of dirty dishes; while
Maria vacuumed the filthy rug; they tried toMaria vacuumed the filthy rug; they tried to
complete a month’s worth of housekeeping in acomplete a month’s worth of housekeeping in a
single hour.single hour.
A.A.dishes whiledishes while
B.B.tried, totried, to
C.C.monthsmonths
D.D.No change is necessary.No change is necessary.
Roseanne washed the piles of dirtyRoseanne washed the piles of dirty dishes; whiledishes; while
AA
Maria vacuumed the filthy rug; theyMaria vacuumed the filthy rug; they tried totried to
BB
complete acomplete a month’smonth’s worth of housekeeping in aworth of housekeeping in a
CC
single hour.single hour.
A.A.dishes whiledishes while
B.B.tried, totried, to
C.C.monthsmonths
D.D.No change is necessary.No change is necessary.
Roseanne washed the piles of dirtyRoseanne washed the piles of dirty dishes whiledishes while
AA
Maria vacuumed the filthy rug; theyMaria vacuumed the filthy rug; they tried totried to
BB
complete acomplete a month’smonth’s worth of housekeeping in aworth of housekeeping in a
CC
single hour.single hour.
A.A.dishes whiledishes while
B.B.tried, totried, to
C.C.monthsmonths
D.D.No change is necessary.No change is necessary.
20. Item 5Item 5Item 5Item 5
Audrey can’t leave work early, and Peggy wontAudrey can’t leave work early, and Peggy wont
help with the cupcakes, so I guesshelp with the cupcakes, so I guess II’ll have to do’ll have to do
all the baking myself.all the baking myself.
A.A.cantcant
B.B.won’twon’t
C.C.IIllll
D.D.No change is necessary.No change is necessary.
AudreyAudrey can’tcan’t leave work early, and Peggyleave work early, and Peggy wontwont
AA BB
help with the cupcakes, so I guesshelp with the cupcakes, so I guess II’ll’ll have to dohave to do
CC
all the baking myself.all the baking myself.
A.A.cantcant
B.B.won’twon’t
C.C.IIllll
D.D.No change is necessary.No change is necessary.
AudreyAudrey can’tcan’t leave work early, and Peggyleave work early, and Peggy won’twon’t
AA BB
help with the cupcakes, so I guesshelp with the cupcakes, so I guess II’ll’ll have to dohave to do
CC
all the baking myself.all the baking myself.
A.A.cantcant
B.B.won’twon’t
C.C.IIllll
D.D.No change is necessary.No change is necessary.
21. Item 6Item 6Item 6Item 6
During our picnic, we were tormented byDuring our picnic, we were tormented by
insects: ants swarming into the potatoinsects: ants swarming into the potato
salad, bees buzzing by our ears, and a katydidsalad, bees buzzing by our ears, and a katydid
jumping into Henry’s open mouth.jumping into Henry’s open mouth.
A.A.picnic wepicnic we
B.B.insects; antsinsects; ants
C.C.salad beessalad bees
D.D.No change is necessary.No change is necessary.
During ourDuring our picnic, wepicnic, we were tormented bywere tormented by
AA
insects: antsinsects: ants swarming into the potatoswarming into the potato
BB
salad, beessalad, bees buzzing by our ears, and a katydidbuzzing by our ears, and a katydid
CC
jumping into Henry’s open mouth.jumping into Henry’s open mouth.
A.A.picnic wepicnic we
B.B.insects; antsinsects; ants
C.C.salad beessalad bees
D.D.No change is necessary.No change is necessary.
During ourDuring our picnic, wepicnic, we were tormented bywere tormented by
AA
insects: antsinsects: ants swarming into the potatoswarming into the potato
BB
salad, beessalad, bees buzzing by our ears, and a katydidbuzzing by our ears, and a katydid
CC
jumping into Henry’s open mouth.jumping into Henry’s open mouth.
A.A.picnic wepicnic we
B.B.insects; antsinsects; ants
C.C.salad beessalad bees
D.D.No change is necessary.No change is necessary.
22. Quick Test, Part 2Quick Test, Part 2Quick Test, Part 2Quick Test, Part 2
Directions:Directions: In the items that follow, chooseIn the items that follow, choose
the sentence that is correctly punctuated.the sentence that is correctly punctuated.
Try a
different
type of
item.
Try a
different
type of
item.
23. Item 7Item 7Item 7Item 7
A.A. Roger spent three hours writing ChristinasRoger spent three hours writing Christinas
paper.paper.
B.B. Roger spent three hour’s writing Christina’sRoger spent three hour’s writing Christina’s
paper.paper.
C.C. Roger spent three hours writing Christina’sRoger spent three hours writing Christina’s
paper.paper.
A.A. Roger spent three hours writing ChristinasRoger spent three hours writing Christinas
paper.paper.
B.B. Roger spent three hour’s writing Christina’sRoger spent three hour’s writing Christina’s
paper.paper.
C.C. Roger spent three hours writing Christina’sRoger spent three hours writing Christina’s
paper.paper.
24. Item 8Item 8Item 8Item 8
A.A. When the crickets and the frogs sing LuisWhen the crickets and the frogs sing Luis
cannot get a good nights sleep.cannot get a good nights sleep.
B.B. When the crickets and the frogs sing, LuisWhen the crickets and the frogs sing, Luis
cannot get a good night’s sleep.cannot get a good night’s sleep.
C.C. When the cricket’s and the frog’s sing, LuisWhen the cricket’s and the frog’s sing, Luis
cannot get a good nights sleep.cannot get a good nights sleep.
A.A. When the crickets and the frogs sing LuisWhen the crickets and the frogs sing Luis
cannot get a good nights sleep.cannot get a good nights sleep.
B.B. When the crickets and the frogs sing, LuisWhen the crickets and the frogs sing, Luis
cannot get a good night’s sleep.cannot get a good night’s sleep.
C.C. When the cricket’s and the frog’s sing, LuisWhen the cricket’s and the frog’s sing, Luis
cannot get a good nights sleep.cannot get a good nights sleep.
25. Item 9Item 9Item 9Item 9
A.A. Before you start painting the walls, you’ll needBefore you start painting the walls, you’ll need
a drop cloth and a ladder.a drop cloth and a ladder.
B.B. Before you start painting the walls you’llBefore you start painting the walls you’ll
need a drop cloth, and a ladder.need a drop cloth, and a ladder.
C.C. Before you start painting the walls, youll needBefore you start painting the walls, youll need
a drop cloth, and a ladder.a drop cloth, and a ladder.
A.A. Before you start painting the walls, you’llBefore you start painting the walls, you’ll
need a drop cloth and a ladder.need a drop cloth and a ladder.
B.B. Before you start painting the walls you’llBefore you start painting the walls you’ll
need a drop cloth, and a ladder.need a drop cloth, and a ladder.
C.C. Before you start painting the walls, youll needBefore you start painting the walls, youll need
a drop cloth, and a ladder.a drop cloth, and a ladder.
26. Item 10Item 10Item 10Item 10
A.A. Darlene laughed at Jebs haircut; it looked,Darlene laughed at Jebs haircut; it looked,
as if goat’s had grazed on his head.as if goat’s had grazed on his head.
B.B. Darlene laughed at Jeb’s haircut; it lookedDarlene laughed at Jeb’s haircut; it looked
as if goats had grazed on his head.as if goats had grazed on his head.
C.C. Darlene laughed at Jeb’s haircut, it lookedDarlene laughed at Jeb’s haircut, it looked
as if goats had grazed on his’s head.as if goats had grazed on his’s head.
A.A. Darlene laughed at Jebs haircut; it looked,Darlene laughed at Jebs haircut; it looked,
as if goat’s had grazed on his head.as if goat’s had grazed on his head.
B.B. Darlene laughed at Jeb’s haircut; it lookedDarlene laughed at Jeb’s haircut; it looked
as if goats had grazed on his head.as if goats had grazed on his head.
C.C. Darlene laughed at Jeb’s haircut, it lookedDarlene laughed at Jeb’s haircut, it looked
as if goats had grazed on his’s head.as if goats had grazed on his’s head.